IDEAS home Printed from https://ideas.repec.org/p/sek/iacpro/3305725.html
   My bibliography  Save this paper

eCAP : Videos to Help School Principals Implement PLCs

Author

Listed:
  • Claire IsaBelle

    () (Université d'Ottawa)

  • Hélène Vachon

    () (Université d'Ottawa)

  • Ziad Maatouk

    () (Université d'Ottawa)

Abstract

IntroductionIn Ontario, over the past few years, and despite some improvement in PISA test scores (CECM, 2012) and provincial testing (OQRE, 2014), studies have shown that Francophone students are still falling behind their Anglophone peers in several subjects, such as mathematics.Since 2005, the Ontario Ministry of Education has been asking their principals to implement a new organizational structure: a professional learning community (PLC). This practice, if well developed, generates many benefits. For teachers, it provides a way of working which contributes to professional satisfaction and development, and reduces non-attendance (Linder, Post and Calabrese, 2012). For students, we observed higher academic success and reduced absenteeism (Hord and Sommers, 2008). Several studies show that principals do not know how to implement PLCs because they have not received the required training (Cranston, 2007). Moreover, Marshall (2010) argues that some principals do not have the necessary competencies to implement PLCs. BackgroundEducators recognize the importance of shifting learning from the individual process prevalent in traditional schools, to a collaborative process that is aligned with the aim to improve student learning (DuFour, DuFour and Eaker, 2008). However, a few research studies have been conducted in primary and secondary Francophone schools in Ontario Leclerc and Moreau (2011) identified some conditions that principals must apply to successfully implement PLCs: vision/mission, collaborative culture, scheduled meetings and analysis of student data.Since studies have proven that a professional learning community contributes to professional development for teachers and academic success for students, the Ministry of Education strongly encourages principals to implement one in their school. To apply this new organizational structure, principals need the required competencies and knowledge regarding the conditions favoring the implementation of a PLC. Whereas some schools are considered advanced in their application of this model, others do not know how to implement the necessary changes (IsaBelle, Génier, Davidson and Lamothe, 2013).Methodology The aim of our study is to investigate how schools with advanced PLCs have been able to apply this novel structure. We performed qualitative research in eight elementary and secondary schools in Ontario. We interviewed and filmed eight principals, twenty teachers and three education leaders. ResultsIn addition to the common conditions previously identified as necessary for the implementation of a PLC, other key elements were discovered: responsibility for student success, commitment from the district school board, etc. Besides these results, online resources (videos) from eCAP will also be presented at the conference.

Suggested Citation

  • Claire IsaBelle & Hélène Vachon & Ziad Maatouk, 2016. "eCAP : Videos to Help School Principals Implement PLCs," Proceedings of International Academic Conferences 3305725, International Institute of Social and Economic Sciences.
  • Handle: RePEc:sek:iacpro:3305725
    as

    Download full text from publisher

    File URL: https://iises.net/proceedings/21st-international-academic-conference-miami/table-of-content/detail?cid=33&iid=015&rid=5725
    File Function: First version, 2016
    Download Restriction: no

    More about this item

    Keywords

    professional learning community ; school principal; academic success;

    JEL classification:

    • I29 - Health, Education, and Welfare - - Education - - - Other
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I20 - Health, Education, and Welfare - - Education - - - General

    NEP fields

    This paper has been announced in the following NEP Reports:

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:sek:iacpro:3305725. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Klara Cermakova). General contact details of provider: https://iises.net/ .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.